二语习得中的社会环境因素
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For example, in America, English is generally accepted as the single national language ,learning it is expected ,and teaching of English as an L2 to immigrants is encouraged . In contrast, state and federal support for learning other languages is sporadic and generally ineffectual.例如,在美国,英语被公认为是单一民族 的语言,人们希望学习这门语言,并且政府鼓励将英语作为第二语言对移 民者进行教学。相反,州政府和联邦政府对学习其他语言的支持是零散的, 大多数情况下,起不了多大作用的。
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Boundaries and Identities(边界和身份)
Part of the identity function of language is accomplished by creating or reinforcing(加强) national boundaries, but linguistic boundaries often also exist within or across national borders.对语言的识别功能部分是通过创建或加强国家 的界限来实现的,但语言的界限也经常存在于其中或 跨越国界。
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Circumstances of learning
L2 learners who are majority L1 speakers often have access only to foreign language programs which offer the L2 as an academic subject and give little opportunity for students to develop full communicative competence.大多数说着母语的二语习得者都把 其当作一门课程来对待的,这也就很少有机会去全面培养他 们的交际能力。
For example, To create social distance between learner and target groups, limit acculturation. 例如, 会让学习者和目标群体之间产生距离,限制了 文化认同。
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Institutional forces and constraints(制度力量和约束力)
sex: Young male children of migrant farm laborers appear to be more fluent in Spanish L1 and better learners of English L2 than their female age-mates. (Willett, 1995)在移民的农业劳动者中,男性比统一年龄段的女性更容易说好西班 牙语和学好英语。
诺曼底登录将法语作为第二语言带到了英国殖民扩张将英语作为第二语言带入了非洲和亚洲同时法语也进入了非洲二战后前苏联一家独大因此俄语也逐渐的进入了许多东欧国家
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Macrosocial factorsand national status of L1 and L2 Boundaries and identities Institutional forces and constraints(约束力) Social categories Circumstances of learning
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2. The symbolic function of language for political identification and cohesion is even more important for countries that are in the process of nation-building.语言对 政治认同和凝聚力的象征作用比一个国家建立的过 程更为重要。 For example, the use of Irish and Welsh as L2s for purposes of national identity have been made to spread .爱 尔兰语和威尔士语作为第二语言,并且作为民族认 同的目的,已经得到了传播。
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Such as: age, sex, ethnicity(种族), education level, occupation(职业), and economic status(经济地位).
age: Young L2 learners are more likely than older learners to acquire the language in a naturalistic setting as opposed to a formal classroom context. 在一个自然的 语言环境而并不是课堂环境中,年轻的二语学习者比老年人更容易掌握这 门语言。
2. Circumstances of learning are related to the nation that the learner lives in and its history, culture, geopolitical position, and to social and economic categorizations within the society, which in turn are related to historical, institutional, and political forces and constraints, all of which are related to and reflect or determine the status of the languages involved.
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Motivation is profoundly influenced by external social factors.外部的社会因素对第二语言学习的动机会产生 深刻的影响。
Dominant group members often do not learn a minority language at all, or not too well if they do not want to be identified with the minority community.当优势群体不愿 意认同这个少数群体的时候,他们就根本不愿意学 习这个少数群体的语言,就算学,效果也并不理想。
In social contexts where multilingualism(多语制) is highly valued and expected.在这个大的社会背景下,多语制得到了高度重视, 并且很值得期待。
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summery
1. No individual factors in the macrossocial context of SLA can be isolated from others.在SLA的宏观社会背景没有任何个人因素可以与其他人隔离。
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Global and national status of L1and L2
1. An important symbolic function of language is political identification and cohesion.语言的一个重要象征功能是政治认同和凝聚力。
Crossing a linguistic boundary to participate in another language community and to identity or be identified with it, requires learning that language.跨越语言边界去加入到另 一个语言共同体,认同或者是认识它,都是需要我们 去学习这门语言的。
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historically and in the present that the need for L2 learning at a national level is strongest when groups from other language backgrounds immigrate to a country without prior knowledge of its official or dominant language(主 流语言) ,and when the official or dominant language shifts because of conquest , revolution , or other major political change.从历史上看,在当前,当来自于其他 语言背景的群体在对一个国家的主流语言没有预先 了解的前提下进行迁移时,在国家层面上来说,对 第二语言学习的需要是最强烈的。
1. The forces and constraint which most concern us here are languagerelated social control, determination of access to knowledge , and other instance of linguistic privilege(特权) or discrimination . (这 种权力和约束力更多的是让我们担心那些有关社会控制的语 言,知识使用的决心,以及其他的一些语言特权或者是歧视 的实例)
学习环境是与学习者所在国家和这个国家的历史、文化、地理位置、社会 及经济分类息息相关的。反过来说,这些关于历史,制度,政治以及约束 力的,都涉及,影响甚至决定了语言的地位。
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Social categories
To L2 learners ,members of different social categories frequently experience different learning conditions ,and different attitudes or perceptions (看法)from within both native and target language communities.对来自不同地区的二语学 习者来说,他们经常会经历来自本民族的的和 目标语群体在学习环境,态度和看法方面的不 同。
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John Schumann identifies other group factors that affect SLA outcomes negatively in his Acculturation Model. John 在他的文化适应模式 中,承认其他的群体因素会对二语习得产生消 极的影响。
2. Use of the national language is often required in political meetings and is sometimes required even for lower-level。
(在政协会议上,是要求说普通话的,甚至是一些级别较低 的场合也是有此要求的)
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3. Second language have also served political functions in times of conquest and empire-building. 在征服和帝国建立时期,第二语言也曾为政治 做过贡献的。 诺曼底登录将法语作为第二语言带到了英国, 殖民扩张将英语作为第二语言带入了非洲和亚 洲,同时,法语也进入了非洲,二战后,前苏 联一家独大,因此,俄语也逐渐的进入了许多 东欧国家。
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Boundaries and Identities(边界和身份)
Part of the identity function of language is accomplished by creating or reinforcing(加强) national boundaries, but linguistic boundaries often also exist within or across national borders.对语言的识别功能部分是通过创建或加强国家 的界限来实现的,但语言的界限也经常存在于其中或 跨越国界。
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Circumstances of learning
L2 learners who are majority L1 speakers often have access only to foreign language programs which offer the L2 as an academic subject and give little opportunity for students to develop full communicative competence.大多数说着母语的二语习得者都把 其当作一门课程来对待的,这也就很少有机会去全面培养他 们的交际能力。
For example, To create social distance between learner and target groups, limit acculturation. 例如, 会让学习者和目标群体之间产生距离,限制了 文化认同。
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Institutional forces and constraints(制度力量和约束力)
sex: Young male children of migrant farm laborers appear to be more fluent in Spanish L1 and better learners of English L2 than their female age-mates. (Willett, 1995)在移民的农业劳动者中,男性比统一年龄段的女性更容易说好西班 牙语和学好英语。
诺曼底登录将法语作为第二语言带到了英国殖民扩张将英语作为第二语言带入了非洲和亚洲同时法语也进入了非洲二战后前苏联一家独大因此俄语也逐渐的进入了许多东欧国家
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Macrosocial factorsand national status of L1 and L2 Boundaries and identities Institutional forces and constraints(约束力) Social categories Circumstances of learning
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2. The symbolic function of language for political identification and cohesion is even more important for countries that are in the process of nation-building.语言对 政治认同和凝聚力的象征作用比一个国家建立的过 程更为重要。 For example, the use of Irish and Welsh as L2s for purposes of national identity have been made to spread .爱 尔兰语和威尔士语作为第二语言,并且作为民族认 同的目的,已经得到了传播。
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Such as: age, sex, ethnicity(种族), education level, occupation(职业), and economic status(经济地位).
age: Young L2 learners are more likely than older learners to acquire the language in a naturalistic setting as opposed to a formal classroom context. 在一个自然的 语言环境而并不是课堂环境中,年轻的二语学习者比老年人更容易掌握这 门语言。
2. Circumstances of learning are related to the nation that the learner lives in and its history, culture, geopolitical position, and to social and economic categorizations within the society, which in turn are related to historical, institutional, and political forces and constraints, all of which are related to and reflect or determine the status of the languages involved.
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Motivation is profoundly influenced by external social factors.外部的社会因素对第二语言学习的动机会产生 深刻的影响。
Dominant group members often do not learn a minority language at all, or not too well if they do not want to be identified with the minority community.当优势群体不愿 意认同这个少数群体的时候,他们就根本不愿意学 习这个少数群体的语言,就算学,效果也并不理想。
In social contexts where multilingualism(多语制) is highly valued and expected.在这个大的社会背景下,多语制得到了高度重视, 并且很值得期待。
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summery
1. No individual factors in the macrossocial context of SLA can be isolated from others.在SLA的宏观社会背景没有任何个人因素可以与其他人隔离。
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Global and national status of L1and L2
1. An important symbolic function of language is political identification and cohesion.语言的一个重要象征功能是政治认同和凝聚力。
Crossing a linguistic boundary to participate in another language community and to identity or be identified with it, requires learning that language.跨越语言边界去加入到另 一个语言共同体,认同或者是认识它,都是需要我们 去学习这门语言的。
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historically and in the present that the need for L2 learning at a national level is strongest when groups from other language backgrounds immigrate to a country without prior knowledge of its official or dominant language(主 流语言) ,and when the official or dominant language shifts because of conquest , revolution , or other major political change.从历史上看,在当前,当来自于其他 语言背景的群体在对一个国家的主流语言没有预先 了解的前提下进行迁移时,在国家层面上来说,对 第二语言学习的需要是最强烈的。
1. The forces and constraint which most concern us here are languagerelated social control, determination of access to knowledge , and other instance of linguistic privilege(特权) or discrimination . (这 种权力和约束力更多的是让我们担心那些有关社会控制的语 言,知识使用的决心,以及其他的一些语言特权或者是歧视 的实例)
学习环境是与学习者所在国家和这个国家的历史、文化、地理位置、社会 及经济分类息息相关的。反过来说,这些关于历史,制度,政治以及约束 力的,都涉及,影响甚至决定了语言的地位。
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Social categories
To L2 learners ,members of different social categories frequently experience different learning conditions ,and different attitudes or perceptions (看法)from within both native and target language communities.对来自不同地区的二语学 习者来说,他们经常会经历来自本民族的的和 目标语群体在学习环境,态度和看法方面的不 同。
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John Schumann identifies other group factors that affect SLA outcomes negatively in his Acculturation Model. John 在他的文化适应模式 中,承认其他的群体因素会对二语习得产生消 极的影响。
2. Use of the national language is often required in political meetings and is sometimes required even for lower-level。
(在政协会议上,是要求说普通话的,甚至是一些级别较低 的场合也是有此要求的)
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3. Second language have also served political functions in times of conquest and empire-building. 在征服和帝国建立时期,第二语言也曾为政治 做过贡献的。 诺曼底登录将法语作为第二语言带到了英国, 殖民扩张将英语作为第二语言带入了非洲和亚 洲,同时,法语也进入了非洲,二战后,前苏 联一家独大,因此,俄语也逐渐的进入了许多 东欧国家。